Exploring the Relationship between Students’ Interest and Research Writing Performance among Grade 12 Students

Exploring the Relationship between Students’ Interest and Research Writing Performance among Grade 12 Students

Charlene M. Daguplo¹, James L. Paglinawan²

¹Senior High School Teacher, Bangcud National High School, Department of Education, Philippines

²Professor, Professional Education Department, Central Mindanao University

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000371

Received: 10 May 2025; Accepted: 14 May 2025; Published: 17 June 2025

ABSTRACT

The study explored the relationship between students’ interest and research writing performance among Grade 12 students at Bangcud National High School, Bukidnon, for the school year 2024-2025. Research writing is a vital skill, yet many students find research writing challenging due to limited skills, motivation, and support. While past studies have focused on general writing difficulties, there is a knowledge gap regarding how students’ interest influence their research writing performance, especially in the context of senior high school. The main objectives were to determine students’ level of interest in research (enjoyment and curiosity, belief in usefulness, and willingness to participate), assess their research writing performance (problem orientation, research implementation, and data analysis), and find out if a significant relationship exists between interest and performance. Using a descriptive-correlational design, 139 Grade 12 students from different strands participated through purposive sampling. Two validated Likert-scale questionnaires measuring the interest and writing performance, and data were analyzed using means, standard deviations, and correlation analysis. Results showed that students generally had a high level of interest in research, especially in its usefulness, and also performed well in research writing. A significant positive relationship was found between students’ interest and their research writing performance. This suggests that nurturing students’ interest can improve their research skills and outputs. The findings highlight the importance of engaging instruction, relevant topics, and supportive environments in developing both interest and competence in research writing. Future research could explore interventions that further boost interest and examine other factors influencing research writing success.

Keywords: student interest, research writing performance, research competence

INTRODUCTION

Research is essential to identifying issues, figuring out solutions, and enhancing the quality of life for individuals, communities, schools, and society in general. The purpose of research is to develop new understanding, prove existing theories, or discover unexplored areas. At its core, research is driven by curiosity and fact-finding. It is often a painful and laborious process to test, validate, improve and develop ideas. In science teaching, one of the goals is to develop critical thinking, reasoning, and problem-solving skills in real-world contexts, as well as enhancing overall scientific research capabilities.

Despite these goals, many senior high school students view research as a difficult undertaking, and a tough process that calls for a great deal of patience and persistence on the part of researchers (Alsied & Ibrahim, 2022). They could have trouble managing their time, collaborating with others, and having inadequate knowledge or skills (Bocar, 2009; Galdonez, 2025).  Also, they take it as a burden. They don’t realize that it is an opportunity to acquire skills that will be essential to whatever future career plans they may have especially now that the global context requires a productive research culture that can work along with the newest trends in education (Paurillo, 2019).

Writing is an indispensable skill in different contexts of life. It is one of the pivotal components of education. Despite the efforts of the educational sector to improve students’ writing skills, many students still experience difficulties in academic writing. Learners’ weak academic writing rooted from poor literacy, the ineffectiveness of writing teachers, and the lack of background knowledge on academic writing conventions (Cepillo, 2024).

On the other hand, Interest has been emphasized by researchers as a factor that increases motivation (Hidi, & Renninger, 2006; Harackiewicz et al., 2016). It ensures a person will participate in activities related to the topic as it is a strong motivating force that encourages and stimulates learning and is thought to be crucial for academic achievement.  Increased focus, effort, and emotion are signs of interest at any given time, as well as a persistent inclination to reconnect with a certain item or subject throughout time (Hidi, & Renninger, 2006). Its existence guarantees dynamic and meaningful participation in science classes, which is essential for improved academic performance and outcomes for learning (Rotgans et al, 2014; Wang & Degol, 2014; Chen, 2024).

Research writing performance is one of the key academic skills and a manifestation of students’ ability to digest information and communicate ideas. Interest has been found to increase cognitive engagement and endurance of effort in writing. Although, interest and research writing are related, a number of students are not highly motivated nor proficient in research writing, especially when instruction is not matched to their interests. Inadequacy in this gap in knowledge is enhanced given the lack of attention to the ways that self-efficacy, instructional practices, and topic relevance interact with interest to shape writing outcomes.

Several studies have shown that students faced challenges towards research writing. Almahameed & Alajalein (2021) conducted a study that investigated the challenges faced by Libyan EFL students at Sebha University in writing research papers.  The study revealed that student researchers encountered difficulties in identifying research interests, choosing topics, formulating research questions, and reviewing related literature. Additionally, the study pointed out that Libyan teachers often had negative attitudes toward their students’ research work due to a lack of appreciation for research, limited motivation, and restricted access to relevant resources.

Furthermore, Galdonez (2025) revealed that Research writing presents numerous challenges for students, including literature searching, resource limitations, procrastination, motivation, and time management. Key difficulties involve finding credible sources, organizing research, defining problems, and drafting sections like the methodology and conclusion. Strategies such as seeking help, improving sourcing techniques, and prioritizing tasks can mitigate these challenges, enhancing students’ research experience.

Moreover, Ilagan & Quisido (2021) indicated that the respondents generally agree to have been experiencing difficulties in both the technical aspect that includes research paper format and grammar and sentence construction; as well as in the process of research writing that includes steps in the research process and working on the different parts of the research paper. In addition, the results of the research outputs’ evaluation reveal that the students manifest developing skills in their performance in Practical Research. The findings of the study entail that difficulties in both the technical aspect and process of research writing confront the students in the senior high school. While the negative correlation coefficient results indicate that most of the students who have high perceived writing difficulties have low performance in research, the findings show that there is no statistically significant evidence that perceived writing difficulties in research writing. Identifying these difficulties can have a big impact on the quality of their research outputs.

While many previous studies have investigated research writing difficulties, the present study determines the interest of Grade 12 students towards research writing.  Most of the studies have focused on students’ challenges in general.  Since, there are no studies who have mentioned that a relationship exists between student interest and research writing performance. This highlights the need for a comprehensive examination of the research writing performance. The present study aimed to investigate the level of student’s interest and research writing performance of Grade 12 students in Bangcud National High School, second semester, for the school year 2025.

Objectives of the Study

The study investigated the students’ interest and research writing performance of Grade 12 students in Bangcud National High School, Bangcud, Malaybalay City, Bukidnon for the school year 2024-2025.

Specifically, it aimed to:

1. determine the level of students’ interest in research in terms of:

1. Enjoyment and curiosity
2. Belief in usefulness
3. Willingness to participate

2. assess the students’ research writing performance in terms of:

1. Problem Orientation
2. Research Implementation
3. Data Analysis and Generalization

3. find out whether a significant relationship exists between students’ interest and research writing performance among Grade 12 students.

METHODOLOGY

Research Design

The study employed a descriptive-correlational research design. This entailed gathering and describing data to answer questions concerning the current status of the study’s subject. The goal of this research methodology is to methodically and accurately characterize a situation or area of interest (Ortiz, 2006).  This would include a correlation study since it would determine the relationship between students’ interest and research writing performance of Grade 12 students.

Research Locale

This study was conducted at Bangcud National High School situated at Purok 2- Bangcud, Malaybalay City Bukidnon. The schools offer a comprehensive curriculum spanning from Grade 7 to Grade 12, providing students with a range of subjects aimed at nurturing holistic development and academic excellence.

Respondents of the Study

The respondents of the study were the Grade 12 students enrolled at Bangcud National High School under the Division of Malaybalay City for the school year 2024-2025. Students who took the subject Inquiries, Investigation, and Immersion and were enrolled in both Academic- HUMSS strand and TVL – ICT strands participated in the study. A total of 139 students from three HUMSS sections having 109 students; and one section of ICT students comprising of 30 students were selected. The study was carried out on March 2025. All participants who voluntarily agreed to participate in the survey, and ethical guidelines were strictly followed to ensure confidentiality and anonymity of the responses.

Research Instrument

To be able to gather a sufficient data for analysis, the researcher utilized two (2) research instruments for the study.  To determine the interest of Grade 12 students in research, the researcher used a 5-point Likert scale patterned from the study of Ligan et al, (2023). This questionnaire contains three (3) subparts namely; (1) Enjoyment and Curiosity; (2) Belief in Usefulness; and (3) Willingness to participate. The Students’ Research Interest Questionnaire (RIQ) consisted of 30 item statements and underwent a reliability testing which resulted to a Cronbach alpha of 0.962 indicating a very high reliability. Below is the scale used to interpret the data gathered.

On the other hand, to determine the research writing performance of Grade 12 students, the researchers utilized a 5-point Likert scale adopted from the study of Cepillo, (2024). The questionnaire contains four (4) subparts namely; (1) Problem Orientation; (2) Research Implementation; 3) Data analysis and Generalization; and (4) Willingness to participate. The Research Writing Performance Questionnaire (RWPQ) consisted of 40 item statements and was subjected to reliability testing and resulted to a Cronbach alpha of 0.965 denoting a very high reliability. The scale below was employed to measure students’ research writing performance.

Data Gathering Procedure

Primarily, the researcher secured a permit to conduct the study from the research teacher. Similarly, a permit to the study was secured from School Principal to obtain research permission. With the approval, the respondents of the study were surveyed through the validated research questionnaire. An assent letter to the parents and assent form for children were also given to ensure that the parents students were informed on the conduct and nature of the study. During the survey, the researcher explained to the students on how they would accomplish the questionnaire and what benefits the students can get from the results of the study. There were two sets of questionnaires that the respondents answered, the students’ interest, and research writing performance. The respondents of the study indicated their responses by encircling the number that best reflected their current abilities and experiences. After the survey, the researcher took the questionnaire for the purposely selected HUMSS, and ICT, student-respondents. For the next step were the review, and tabulation of data obtained. The final research step was the analysis of data. It was from these data that the researcher would be able to frame conclusions on the extent of student’s interest and research writing performance of Grade 12 students. Furthermore, confidentiality and anonymity were strictly maintained, and all data collected was used solely for research purposes.

Ethical Considerations

To protect the safety and welfare of student participants, this study complies with stringent ethical standards. All information gathered, including survey answers, were anonymized to preserve participant names and protect data privacy. The information was safely kept in password-protected folders that only the researchers may access.

The study adhered to ethical guidelines to protect the rights and well-being of all participants. The parents and students were given an assent form for parent and children. This form outlined the purpose of the study, the methods used, the potential risks and benefits of participation, and the measures taken to safeguard data and privacy. The researcher ensured that all participants provide assent forms before their involvement. Students who choose not to participate were voluntarily excluded from the study without any consequences or negative implications for their academic standing. Their decision to decline participation were respected, with no coercion or undue influence applied. Confidentiality and anonymity were strictly maintained, and all data collected was used solely for research purposes. Through these stringent ethical measures, the study guarantees that participants’ rights are protected, their discomfort minimized, and their learning environment remains non-threatening and supportive.

Data Analysis

The data gathered were statistically analyzed using descriptive statistics which includes mean and standard deviation (SD) to determine the students’ research interest and research writing performance of Grade 12 students. Furthermore, correlation analysis was also utilized to determine whether a significant relationship exist between students’ interest in research and research writing performance of Grade 12 students.

RESULTS AND DISCUSSION

Table 1 displays the summary table of students’ research interest in three important indicators: Belief in Usefulness, Enjoyment, Curiosity, and Willingness to Participate. The overall mean score is 3.63, which is in the “High Interest in Research ” category based on the given scale. The high level of research interest indicates that students favour research, which is a good starting point for nurturing a research culture within Bangcud National High schools. The firm conviction that research is valuable means that the students know its importance and will go for research when given a chance and with proper support.

As shown on the table, among all the indicators, Belief in Usefulness had the highest mean rating of 3.75, showing that students highly acknowledge the value and usefulness of research in their academic and professional growth. This finding implies that students are inspired to conduct research because they view it as valuable for their future careers and for advancing knowledge in their discipline.

Table 1. Summary Table Of Students’ Interest In Research.

Legend:

Enjoyment and Curiosity follow with a mean of 3.59, also categorized as “High Interest in Research.” This indicates that students enjoy research tasks and are interested in discovering new ideas. Curiosity and enjoyment are essential because these internal drivers can keep students involved in research even during adversity.

Willingness to Participate has the lowest mean of the three, at 3.56, but falls within the “High Interest in Research” range. This means that although students are eager to engage in research activities, their eagerness is slightly lower than their perception of its usefulness, enjoyment, and Curiosity. This may be affected by external circumstances like time constraints, access to resources, or faith in their research abilities. The slightly lower score indicates potential barriers to actual research participation. These might be due to insufficient resources, limited research skills training, or inadequate mentorship.

Interest in Science is the liking of the students to learn science content and participate in science activities of school level. It is indicated by reading, collecting, studying or becoming involved in scientific activity as a leisure time pursuit (Chavan, 2017). Similarly, Hazari et al. (2017) found that students who had higher science interest and studied in classrooms where their classmates shared the same high interest scored statistically higher STEM career intentions than other groups of students with a lower science interest.

Furthermore, these students are more likely to adopt productive learning habits. The results highlighted science interest and science utility positively influencing science achievement through a sequential pathway of mediators, including science self-efficacy and science identity (Alhadabi, 2021).

As gleaned in Table 2, the data reveals that senior high school students demonstrate a good level of research writing performance with an overall mean score of 3.43 indicating “Good Research Writing Performance.” While this suggests that students in Bangcud National High School possess adequate research writing skills, there is still considerable room for improvement to reach very good or excellent levels.

Table 2. Summary Table Of Students’ Research Writing Performance.

Legend:

Out of the four indicators that were measured, Reporting and Sharing scores the highest of the four with a mean score of 3.48. This means that, generally, students do better at communicating their findings through dissemination of works. That strength is further corroborated by current educational trends that emphasize presentation skills and knowledge dissemination. Next are Research Implementation and Data Analysis and Generalization, which both had a score of 3.44. The fact that both scored similarly indicates that students learn almost the same levels of skill in conducting research procedures and analyzing data to make conclusions. The least scoring indicator is Problem Orientation which had a mean of 3.38, meaning students find it even harder to define research problems, articulate research questions, and set out the conceptual framework for their studies.

The results imply that while students show generally “Good” Research writing abilities across all indicators, their stronger performance in reporting compared to problem formulation indicates a potential educational gap. Students appear more comfortable with the communication aspects of research rather than the critical thinking required for problem identification and framing. This suggests that educational interventions should particularly target strengthening students’ abilities to identify meaningful research problems and establish sound conceptual frameworks.

These findings are consistent with international research which emphasizes that effective communication is essential for disseminating research findings and engaging with diverse audiences. This suggests that respondents have a solid foundation in communication skills, which are vital for successful engagement with the broader research community (Kuhlthau, 2016; Cepillo, 2024).

According to O’Leary (2017), many students struggle with articulating research methodologies clearly and concisely, often due to a lack of structured guidance. He suggests that explicit instruction on writing methodology sections can significantly improve students’ ability to communicate their research processes effectively.

Lee and McCarthy (2020) found that while students often feel confident in their ability to contextualize their research, they frequently lack the necessary skills to critically engage with existing literature. This indicates a need for educational interventions that focus on literature review practices to bolster students’ research writing capabilities

In the Philippine context, recent local studies have yielded similar insights. Jimenez (2024) revealed difficulties across the research paper, including topic selection, grammar, and title construction. Introductions posed challenges in finding sources, formulating clear research questions, and defining study parameters. Time constraints made it difficult to locate credible sources and distinguish relevant from related studies in literature reviews. Justifying methodologies, selecting data collection techniques, and presenting and interpreting results effectively were challenges in the methodology and results sections. Writing clear conclusions, generalizing findings, and avoiding redundancy were student struggles. Additionally, proper APA formatting, referencing, and differentiating paraphrased and quoted material proved difficult.

Table 3 displays the correlation coefficient between various indicators of students’ research interest and research writing performance among Grade 12 students in Bangcud National High School. All indicators showed statistically significant positive correlations at the 0.01 level, showing that the indicators and research writing performance are strong and positive. This suggests that when students show greater interest and engagement in research, their research writing skills also tend to be higher.

The correlation analysis presented in Table 3 reveals significant relationships between students’ research interest and their research writing performance among Grade 12 students in Bangcud National High School. The overall correlation coefficient between research interest and research writing performance is .693, indicating a strong positive relationship that is statistically significant (p < 0.01). This suggests that as students’ interest in research increases, their performance in research writing similarly improves.

Table 3. Correlation On Students’ Research Interest And Research Writing Performance.

**. Correlation is significant at the 0.01 level (2-tailed).

Among the research interest indicators, “Belief in Usefulness” shows the strongest positive correlation with research writing performance at .8811. This indicates that students who recognize the practical value and relevance of research tend to perform better in research writing tasks. “Enjoyment and Curiosity” follows closely with a correlation coefficient of .8771, suggesting that students who find pleasure in the research process and are naturally inquisitive tend to excel in research writing. “Willingness to Participate” also demonstrates a strong positive correlation at .8731, showing that students’ readiness to engage in research activities substantially influences their writing performance.

Within the research writing performance indicators, “Research Implementation” (.646) and “Problem Orientation” (.640) show the strongest positive correlations with research interest. “Reporting & Sharing” follows with a correlation of .6031, while “Data Analysis & Generalization” shows the lowest correlation at .5491, though still moderately strong, positive, and statistically significant.

These findings imply that students’ attitudes and motivations toward research significantly impact their ability to produce quality research papers. The particularly strong correlation with “Belief in Usefulness” suggests that when students perceive research as valuable to their academic and future professional lives, they invest more effort and attention to developing their research writing skills. Similarly, the strong correlations with “Enjoyment and Curiosity” and “Willingness to Participate” indicate that intrinsic motivation and positive engagement are crucial factors in research writing success.

These results align with Menggo (2020) reported a positive impact on students’ writing skills, boosts students’ interest and awareness, self-esteem, and their motivation. The practitioners are expected to implement performance assessment in enhancing students to be a competent English writer.

Cuayzon (2024) indicated a moderately high level of research writing competence overall, with the STEM strand showing the highest proficiency. Significant differences in research competence among academic tracks were noted, reflecting the influence of diverse instructional methods and socio-economic factors. A positive correlation between academic grades and research competence was found, suggesting that students with higher academic performance generally possessed better research writing skills.

A study by Kwon et al., (2021) found that writing proficiency significantly impacts students’ ability to engage with complex academic tasks, suggesting that confidence in writing correlates with performance in related academic areas. This supports the idea that students who feel competent in their writing are more likely to excel in their overall academic endeavors.

CONCLUSIONS

Based on the salient findings, the following conclusions were drawn:

1. The respondents display a high level of interest in research, especially in recognizing its usefulness for their academic and future professional growth. They also have high enjoyment and curiosity towards research, but they are less willing to participate, perhaps because of extrinsic obstacles like few resources or low confidence.
2. The research writing performance of respondents is good in terms of problem orientation; research implementation, data analysis and generalization and reporting and sharing.
3. There is a significant and statistically strong positive correlation between research interest of the students and performance in research writing, especially for those who perceive research as worthwhile and who are intrinsically motivated. This implies that developing students’ interest and involvement in research can significantly increase their research writing skills, pointing to the need to encourage both motivation and hands-on assistance for students to improve research writing.

RECOMMENDATIONS

1. To develop the students’ interest in research, the school may address issues on insufficient resources, limited research skills training, or inadequate mentorship by including research capability-building programs, mentorship, and institutional support to ensure students’ interest is translated into active participation.
2. To address these challenges in research implementation, and data analysis and generalizations, teachers may consider implementing instructional scaffolding approaches, which have been shown to significantly improve student writing performance. Additionally, developing targeted interventions for problem orientation skills, integrating collaborative research projects, providing regular practice with feedback, and establishing mentorship programs could help enhance students’ overall research writing capabilities.
3. Targeted interventions, such as additional support or resources, are needed to address factors that hinder students’ interest and ensure that all students develop strong research writing skills. Developing students’ motivation and positive attitudes toward research can meaningfully enhance their research writing skills, supporting the goal of developing both research competence and a stronger research culture among senior high school students.

ACKNOWLEDGEMENT

The authors want to sincerely thank everyone and the institutions that helped make this research successful.

They are forever grateful to our Almighty God for His knowledge, wisdom, and constant guidance and strength throughout the research journey.

A special thanks goes to the first author’s family who are her biggest inspirations. Their love and support have motivated her every step of the way. She is thankful for their understanding and patience, as well as the happiness they bring to her life.

The authors also want to thank Bangcud National High School for letting them conduct the study. Special recognition goes to the school principal, for her support and approval, and to the Grade 12 students for enthusiastically completing the questionnaire. The authors also appreciate the students and teachers of Lurugan National High School for their help during the pilot testing, which was important for checking the questionnaire’s reliability.

The authors are thankful for the guidance of Professor. James Paglinawan, PhD as well as the support and friendship of her classmates. They also appreciate the content validators for the helpful feedback. Finally, they acknowledge everyone else who contributed to the success of this research and are deeply grateful for their efforts.

REFERENCES

1. Alhadabi A (2021) Science Interest, Utility, Self-Efficacy, Identity, and Science Achievement Among High School Students: An Application of SEM Tree. Front. Psychol. 12:634120. doi: 10.3389/fpsyg.2021.634120
2. Almahameed, Y. and M. Alajalein, “Difficulties faced by jordanian undergraduate EFL  students  in  writing  research problem  statement,” International  Journal  of  Humanities  Arts  and  Social  Sciences,    7,  no.  1,  Mar.  2021,  doi: 10.20469/ijhss.7.20002-1.
3. Alsied and N. Ibrahim, S. (2022). “Exploring challenges encountered by EFL libyan learners in research teaching and writing -the International  Academic  Forum  (IAFOR),” The   International   Academic   Forum   (IAFOR),      03,   2022. https://eric.ed.gov/?id=EJ1167254
4. C. Bocar, “Difficulties encountered by the student –Researchers and the effects on their research output, S.Y. 2008-2009,” SSRN Electronic Journal, Jan. 2009, doi: 10.2139/ssrn.1612050
5. Cepillo, JC. (2024). “Minds on Manuscripts: Analyzing the Research Writing Competencies of SHS Students as Catalysts for an Innovation.” Volume. 9 Issue.9, September – 2024 International Journal of Innovative Science and Research Technology (IJISRT), www.ijisrt.com. ISSN – 2456-2165, PP:- 1083-1098, https://doi.org/10.38124/ijisrt/IJISRT24SEP745
6. Chavan, D. (2017). SECONDARY SCHOOL STUDENTS’ INTEREST IN SCIENCE Scholarly Research Journal for Interdisciplinary Studies,
7. Chen, Zhenglin. (2024). The Effect of Learning Interests on Academic Performance of Secondary School Student. Transactions on Social Science, Education and Humanities Research. 11. 95-100. 10.62051/849egs76.
8. Cuayzon, M. C. (2024). Research Writing Competence of Grade 12 Students: Towards Research Culture Improvement. Journal of Interdisciplinary Perspectives, 2(9), 22-31. https://doi.org/10.69569/jip.2024.0311
9. Galdonez, DPG. (2025). Exploring the Experiences of STEM Students in Writing Research: Insights, Challenges, and Strategies Journal of Basic Education ResearchVol.x, No.x, January 2025, pp. 9~16ISSN: 2716-3725, DOI:10.37251/jber.v6i1.1150
10. Harackiewicz, J.M.; Smith, J.L.; Priniski, S.J. Interest matters: The importance of promoting interest in education. Policy Insights Behav. Brain Sci. 2016, 3, 220–227.
11. Hazari, Z., Potvin, G., Cribbs, J., Godwin, A., Scott, T., and Klotz, L. (2017). Interest in STEM is contagious for students in biology, chemistry, and physics classes. Sci. Adv. 3:e1700046. doi: 10.1126/sciadv.1700046
12. Hidi, S.; Renninger, K.A. The four-phase model of interest development. Educ. Psychol. 2006, 41, 111–127.
13. Ilagan, Rl. & Quisido, PQ. (2021) Research writing difficulties and performance of students in practical research. IOER International Multidisciplinary Research Journal
14. Jimenez, JLC. (2024). Research Writing Difficulties of Senior High School Students. International Journal for Multidisciplinary Research (IJFMR)
15. Kuhlthau, C. C. (2016). Guided inquiry: Learning in the 21st century. Libraries Unlimited.
16. Lee, A., & McCarthy, J. (2020). Self-assessment in academic writing: Confidence and competence. Studies in Higher Education, 45(5), 1023-1035. https://doi.org/10.1080/03075079.2018.147944
17. Ligan, Jarred & Crislyn, & Lico, Crislyn & Evangelista, Romy & Naparan, Genesis & Alfer, & Tantog, Jann & Tañola, Marivic. (2023).Describing the Relationship of Students’ Interest and Academic Performance in Learning Mathematics Online. 10. 26-36.
18. O’Leary, Z. (2017). The essential guide to doing your research project (3rd ed.). SAGE Publications
19. Paurillo, P. M., (2019). Research Writing Ability of Senior High School Students as Perceived by Teachers of Sampled Schools in Quezon City. PEOPLE: International Journal of Social Sciences, 4(3), 1788 – 1800. https://dx.doi.org/10.20319/pijss.2019.43.17881800
20. Pressley, M.; El-Dinary, P.B.; Marks, M.B.; Brown, R.; Stein, S. (1992) Good strategy instruction is motivating and interesting. In The Role of Interest in Learning and Development; Lawrence Erlbaum: Mahwah, NJ, USA, 1992; pp. 333–358.
21. Rotgans, J.I.; Schmidt, H.G. Situational interest and learning: Thirst for knowledge. Learn. Instruct. 2014, 32, 37–50.
22. Wang, M.T.; Degol, J. Staying engaged: Knowledge and research needs in student engagement. Child Dev. Perspect. 2014, 8,137–143.